@proceedings {13240,
	title = {As diferentes representa{\c c}{\~o}es de fun{\c c}{\~o}es e a compreens{\~a}o de alunos do ensino secund{\'a}rio num contexto de integra{\c c}{\~a}o da tecnologia},
	journal = {XV Congresso Internacional Galego-Portugu{\'e}s de Psicopedagogia},
	year = {2019},
	pages = {4148-4158},
	publisher = {Asociaci{\'o}n Cient{\'\i}fica Internacional de Psicopedagog{\'\i}a},
	address = {Corunha, Espanha},
	abstract = {<p>The different representations of functions are assumed as central on the development of the concept of function. Being widely recognized the complexity of this concept, the different representations allow the student to understand in a representation what could not be understood in another representation. And the integration of technology into the teaching and learning process provides an easy and quick way to access different representations. This study intends to analyse the understanding of upper secondary students about the information transmitted by each of the representations of functions usually available on technology. Specifically, it intends to understand which transitions between representations are more easily understood by the students and which ones are more difficult to perform. It also intended to identify some aspects that may contribute to this. This study adopts a quantitative methodology in which the answers given by a class to a test focused on the transition from one representation to another are analysed; and a qualitative methodology based on interviews to three of the students in the class, as a way of seeking comprehension about their answers. The results achieved suggest a greater ease of understanding associated to the graphical representation and a greater difficulty associated to the tabular representation. The reasons for this seem to be related to the specific characteristics of each representation, but fundamentally with aspects related to the experiences lived by the students on the mathematics classes, being the integration of technology an influence not to neglect.</p>
},
	url = {http://hdl.handle.net/2183/23486},
	author = {Rocha, H.}
}
